What?
Descriptive: Strictly observational with data collection as the sole point of this kind of study. A start off point for the other studies.
Corrleational: Often confused with experimental, correlational studies do not make a change in environment but, from collected data, make a general statement about the relation of two or more factors.
Experimental: Very difficult to conduct outside of a lab due to the complexity of humans and many unaccounted for factors. A control group is necessary.
Action based: A study done that is isolated to one group of people and cannot be generalized. Because there is no control group, it is not a true experimental. It worked for them; it may or may not work for you.
So What?
It is very important to have not only a knowledge base of what types of studies are out there so I can determine what best practices to use in my classroom, but also to know the difference so I don't make a decision based on false conclusions. The circumstances under which these studies are done is so important in determining weather or not they are valid.
Now What?
(1) I need to continute to learn about educational research because, even though I now have a basic understanding of what it is, I don't know how to implement a study in my own classroom. I've also not read really any of the studies which is daunting and exciting because there are so many studies done and so many great ideas out there. It is an opportunity to continue to learn during my career as a teacher.
(2) Considering that teaching is all about begging, borrowing, and stealing, there is no need to reinvent the wheel all of the time. Taking what is learned in reasearch studies and applying it in my own classroom or tweaking it or even disregarding it as not applicable is how this all works and how continual growth is possible. With access to technology and the studies and findings of others and with a good brain and deductive reasoning of my own, there will be no reason not to succeed, and keep succeeding over and over again in newer and better ways.
Monday, January 26, 2009
Monday, January 12, 2009
Motivation Blog
1.Why are you here (in the teacher education program, in this class, at UVU)?
I figured out what I wanted to do with my life only after I already got a degree in something else. I then tried to do that thing, without the training (on a Letter of Authorization, a program which I'm sure works for some), and failed. I say I failed, while others come up with excuses for me but whatever it is, I need the education for the profession I now know I love. Had I not had that random experience of doing something I was not completely ready for, I wouldn't have known that this is where I am supposed to be.
2.What motivates you?
Initially I think of really good teachers and coaches who have made my life really good over the years. But when I think hard about the things I succeeded at when I was young, I realize I succeeded mostly because things came naturally. I succeeded in school and athletics because they were easy and the encouragement of others may not have had as much of an impact (their negative displays toward me did though, but I had very few of those). I realize now that when I've done things that were hard, I didn't succeed, unless the motivation was from within. During different times it has been because I felt an obligation to a group or person, because I didn't want to look bad, because I wanted to be better than, etc. From those very small minded, though legitimate ways of thinking, I have come to, hopefully, more solid motivations and one is that I can see the image of the person I want to become and I want to be that me so much that I am willing to take the high and low roads, easy or difficult classes or experiences, to become her. I've spent to much of my life thinking of what I'm not and now I'm so excited about what I am and what I will be and that is motivating.
3.Why do you succeed?
I succeed when the inner motivation to do what I'm doing outweighs the struggle it will take to get there.
4.Why do you fail?
I fail when I don't buy into what I am doing and so have no ownership of my work. I also fail if I don't understand or forget the importance of what I am doing. Not in a prideful way, but in an honest "my daddy said I could be anything I wanted to be" sort of way, I feel that there is really nothing I can't do if put my mind to it. That is a reason my failures are so frustrating because I hate the feeling of knowing I could have done better, but didn't.
5.How do you need to change your motivations and mindset for this class in order to become a great teacher?
My mindset needs to change so that learning for me is part of a process of becoming a better more whole person and is not just another assignment or class. I need to get better at seeing the big picture. My motivation for learning needs to come naturally because what I do is enjoyable and I need to regect the stigma that learning is boring or involves a lot of desk time. I need to do this not only for my learning but so I have that perspective ready to pass on to my students.
I figured out what I wanted to do with my life only after I already got a degree in something else. I then tried to do that thing, without the training (on a Letter of Authorization, a program which I'm sure works for some), and failed. I say I failed, while others come up with excuses for me but whatever it is, I need the education for the profession I now know I love. Had I not had that random experience of doing something I was not completely ready for, I wouldn't have known that this is where I am supposed to be.
2.What motivates you?
Initially I think of really good teachers and coaches who have made my life really good over the years. But when I think hard about the things I succeeded at when I was young, I realize I succeeded mostly because things came naturally. I succeeded in school and athletics because they were easy and the encouragement of others may not have had as much of an impact (their negative displays toward me did though, but I had very few of those). I realize now that when I've done things that were hard, I didn't succeed, unless the motivation was from within. During different times it has been because I felt an obligation to a group or person, because I didn't want to look bad, because I wanted to be better than, etc. From those very small minded, though legitimate ways of thinking, I have come to, hopefully, more solid motivations and one is that I can see the image of the person I want to become and I want to be that me so much that I am willing to take the high and low roads, easy or difficult classes or experiences, to become her. I've spent to much of my life thinking of what I'm not and now I'm so excited about what I am and what I will be and that is motivating.
3.Why do you succeed?
I succeed when the inner motivation to do what I'm doing outweighs the struggle it will take to get there.
4.Why do you fail?
I fail when I don't buy into what I am doing and so have no ownership of my work. I also fail if I don't understand or forget the importance of what I am doing. Not in a prideful way, but in an honest "my daddy said I could be anything I wanted to be" sort of way, I feel that there is really nothing I can't do if put my mind to it. That is a reason my failures are so frustrating because I hate the feeling of knowing I could have done better, but didn't.
5.How do you need to change your motivations and mindset for this class in order to become a great teacher?
My mindset needs to change so that learning for me is part of a process of becoming a better more whole person and is not just another assignment or class. I need to get better at seeing the big picture. My motivation for learning needs to come naturally because what I do is enjoyable and I need to regect the stigma that learning is boring or involves a lot of desk time. I need to do this not only for my learning but so I have that perspective ready to pass on to my students.
Course Contract
Goals:
1. Enjoy learning in this class.
2. Learn how to create an environment in which students enjoy learning.
3. Understand my own brain and the brains of my future students better.
Preparation-
Monday-Tuesday- As soon after class as possible, I will take the notes and thoughts I had during the class and make an entry in my Learning Log. (I enjoy this way of learning and making life's lessons neat and cohesive and use this already in my personal journaling...for that I think I may add the What? So what? and Now? format in my own reflections as well).
Wednesday-Thursday-Over the next two days I will read the text and make notes that I can add to during class as a topic is further clarified. I will also complete any assignments made for the class.
Weekend time will be reserved for bigger projects or emergency set backs but I hope to have the bulk of my studying done during the week. Some time on Saturday will be spent reviewing my notes and picking out some big ideas so I can be ready to contribute to class on Monday.
Throughout the week I think I will also be making observations. I enjoy people watching and over-analyze myself and others so, included in my notes, I will have notes on experiences or connections I made with the chapter to share, if appropriate, during class.
To understand material I will come to class prepared so I am able to engage in the discussion on the material. Though textbook studying can be confusing, it does allow for a good background and springboard from which to work once I am able to be with the class again work together on the subject matter.
If I do not understand the material I will read it again and google more information. If I am unable to understand still I will likely ask my therapist roommate for more information on psych questions and then go to a group of classmates for clarification on the relation to teaching. I am not usually worried about understanding the material but on how much material is going in at a time and being able to save it...should I be worried?
I will reach my goals in this course by keeping my goal in mind and recognizing that the subject matter is people and so be open to engage in the subject by using my own mind and knowledge of others as the supplemental material to the text. Learning about how we learn is enjoyable and may not feel like learning at all...it's like a double negative makes a positive.
1. Enjoy learning in this class.
2. Learn how to create an environment in which students enjoy learning.
3. Understand my own brain and the brains of my future students better.
Preparation-
Monday-Tuesday- As soon after class as possible, I will take the notes and thoughts I had during the class and make an entry in my Learning Log. (I enjoy this way of learning and making life's lessons neat and cohesive and use this already in my personal journaling...for that I think I may add the What? So what? and Now? format in my own reflections as well).
Wednesday-Thursday-Over the next two days I will read the text and make notes that I can add to during class as a topic is further clarified. I will also complete any assignments made for the class.
Weekend time will be reserved for bigger projects or emergency set backs but I hope to have the bulk of my studying done during the week. Some time on Saturday will be spent reviewing my notes and picking out some big ideas so I can be ready to contribute to class on Monday.
Throughout the week I think I will also be making observations. I enjoy people watching and over-analyze myself and others so, included in my notes, I will have notes on experiences or connections I made with the chapter to share, if appropriate, during class.
To understand material I will come to class prepared so I am able to engage in the discussion on the material. Though textbook studying can be confusing, it does allow for a good background and springboard from which to work once I am able to be with the class again work together on the subject matter.
If I do not understand the material I will read it again and google more information. If I am unable to understand still I will likely ask my therapist roommate for more information on psych questions and then go to a group of classmates for clarification on the relation to teaching. I am not usually worried about understanding the material but on how much material is going in at a time and being able to save it...should I be worried?
I will reach my goals in this course by keeping my goal in mind and recognizing that the subject matter is people and so be open to engage in the subject by using my own mind and knowledge of others as the supplemental material to the text. Learning about how we learn is enjoyable and may not feel like learning at all...it's like a double negative makes a positive.
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